基于分子和形态学证据,野海棠属Bredia Blume被重新界定,鸭脚茶属Tashiroea Matsum. ex T. It?et Matsum.被恢复。本文结合文献研究和野外补充调查,对浙江产野海棠属和鸭脚茶属植物进行了分类修订,编制了鸭脚茶属分种检索表,同时报道了...基于分子和形态学证据,野海棠属Bredia Blume被重新界定,鸭脚茶属Tashiroea Matsum. ex T. It?et Matsum.被恢复。本文结合文献研究和野外补充调查,对浙江产野海棠属和鸭脚茶属植物进行了分类修订,编制了鸭脚茶属分种检索表,同时报道了鸭脚茶属一个新变种——瑞安鸭脚茶Tashiroea amoena (Diels) R. C. Zhou et Ying Liu var.ruianensis M. Z. Lin, W. Y. Xie et Z. H. Chen和一个浙江分布新记录种——长柔毛鸭脚茶Tashiroea villosa X. X. Su。展开更多
RICH is an acronym from research-based, integrated, cooperative and humanistic. The RICH method is a method to input humanism into classroom teaching. It is a new, student- centered teaching approach used for English ...RICH is an acronym from research-based, integrated, cooperative and humanistic. The RICH method is a method to input humanism into classroom teaching. It is a new, student- centered teaching approach used for English majors in China. This article argues that the RICH method serves the development of various areas of competence, including grammatical, socio- linguistic, discourse and strategic competense. In the RICH method, communicative comperence can be developed through various means of co-operative learning. Co-operative learning refers to a particular set of classroom techniques that foster learner interdependence as a route to cognitive and social development. It is essential for teachers to form students into high-level co-operative groups to learn and communicate effectively.展开更多
文摘基于分子和形态学证据,野海棠属Bredia Blume被重新界定,鸭脚茶属Tashiroea Matsum. ex T. It?et Matsum.被恢复。本文结合文献研究和野外补充调查,对浙江产野海棠属和鸭脚茶属植物进行了分类修订,编制了鸭脚茶属分种检索表,同时报道了鸭脚茶属一个新变种——瑞安鸭脚茶Tashiroea amoena (Diels) R. C. Zhou et Ying Liu var.ruianensis M. Z. Lin, W. Y. Xie et Z. H. Chen和一个浙江分布新记录种——长柔毛鸭脚茶Tashiroea villosa X. X. Su。
文摘RICH is an acronym from research-based, integrated, cooperative and humanistic. The RICH method is a method to input humanism into classroom teaching. It is a new, student- centered teaching approach used for English majors in China. This article argues that the RICH method serves the development of various areas of competence, including grammatical, socio- linguistic, discourse and strategic competense. In the RICH method, communicative comperence can be developed through various means of co-operative learning. Co-operative learning refers to a particular set of classroom techniques that foster learner interdependence as a route to cognitive and social development. It is essential for teachers to form students into high-level co-operative groups to learn and communicate effectively.
